1. Evaluation of impact of
pqofessional development
tqaining in the aqea of
technology enhanced
leaqning
Michael Mc Mahon
October 2011

2. What is this about ?
The purpose of the exercise is to develop an online
module to aid lecturers and presenters in the
development of materials (principally documents and
PowerPoint presentations) which are more accessible to
dyslexic students.

3. Structure
The online module is broken up into six distinct learning blocks.
Block 1
Introduction
Block 6
Framework for
evaluation Block 2
Information
on dyslexia
Block 5
Best practice in
presentations
Block 3
Block 4 Dyslexia &
Supporting the student
Dyslexic
students

4. What is Dyslexia ?
“Dyslexia can be described as a continuum of difficulties in
learning to read, write and/or spell, which persist despite the
provision of appropriate learning opportunities. These
difficulties often do not reflect an individual's cognitive
abilities and may not be typical of performance in other
areas.” (The Scottish Government-Riaghaltas na hAlba, 2009)

5. What is Dyslexia ?

6. What are the associated learning
difficulties ?
organisational ability

7. Module 2
organisational ability
Common difficulties
 writing and copying words and numbers
 following sequential instructions
 working under pressure
 keeping workspace tidy
 organising daily life
 structuring essays
 taking succinct notes
 organising work and revision schedules
 presenting an argument logically.
 dealing with library catalogues / finding books

8. Dyslexia and higher education
A student suffering from dyslexia is disadvantaged in third level
education.

9. Dyslexia and higheq
education
Peqcentage of dyslexia and compaqison
gqoups qepoqting difficulties in
Higheq Education
% % Chi-square % Dyslexia % Dyslexia
Dyslexia Comparison dyslexia vs. Old New
comparison Universities Universities
Reading 47 6 29.73*** 54 40
Reading speed 64 7 47.47*** 64 67
Spelling 62 7 45.20*** 54 70
Note taking 78 18 46.07*** 71 83
Organising Essays 76 8 61.89*** 71 80
General Organisation 67 36 12.45*** 64 70
Time keeping 55 31 8.02** 57 53
Expressing ideas orally 24 10 4.93* 25 23
Expressing ideas in 72 11 51.00*** 64 80
writing
Handwriting 64 18 28.39*** 64 63
Concentration 52 25 9.85** 43 60
Remembering facts 57 14 26.84*** 54 60
Listening 40 12 13.29*** 36 43
*r<0.05 **r<0.01 ***r<0.001
Source: Mortimore and Crozier. Dyslexia and difficulties with study skills in higher education. (p. 240)

10. Module 2
Dyslexia and higher education
1.
Note taking 78%
100
80
60
dyslexic
40
20
non
0 dyslexic
percentage
having
difficulty Comparison 18%

11. How can we help ?
Clearly if there is an issue with note taking the obvious solution
is to eliminate the need for note taking. The provision of notes
in the form of handouts or PowerPoint presentations which
can be printed in advance by the student is recommended

12. How can we help ?
It is not just enough to provide notes, handouts and
presentations . It is also important to ensure that such material
is designed to make reading easier and to lessen the visual
stress experienced by some dyslexic people.

13. The pqoject
This project intends to assess the quality of presentations and
enhance them by the provision of a fully online academic
professional development module. The project is a case study
of a group of lecturers taking that module.

14. Outcome
On completion of this module the learner will be able to
design & construct presentations and written class materials
which take into account the visual stress experienced by some
dyslexic people, thus enhancing their learning experience.

15. issues

16. issues

17. Dyslexia friendly Text
Font
Media Checking
Readability
Written material
which takes into
Using best practice account the visual
for dyslexic readers stress experienced
make documents by some dyslexic
easier on the eye for people makes
everyone. Headings reading easier
and
Emphasis
Writing
Style
Layout

18. Module 1-Assessment
Home To take the quiz click on the question
Module 1 mainpage
mark
Module 1 Assessment
Next Page

20. Where to now